Shakespeare asked, “To be or not to be?” But maybe the better question is: “To be… or what will I become?”
That’s the conversation I found myself in recently with a group of brilliant, purpose-driven humans — the kind of people who ask real questions, not just the ones that sound clever on LinkedIn. We weren’t talking job titles or accolades. We were asking: What does it mean to become the version of yourself you’re proud of?
For some, it was confidence. For others, empathy; self-awareness; connections; leadership; or simply being happy. Becoming, it turns out, is less about status and more about essence.
But here’s the part that kept tugging at me: if this journey of “becoming” is already complex for adults with agency and autonomy… what about our kids? What about the ones who don’t fit neatly into the system designed without them in mind?
What does it mean for a child — especially a neurodiverse one — to become, when the current education model barely lets them be?
Here’s the inconvenient truth: the system’s default mode is standardisation. One-size-fits-all. Sit still. Listen up. Keep up. And if you can’t? You’re labelled. You’re left behind. You’re made to feel like the problem, rather than the signal that the system needs fixing.
This is why I am building Coach Aandi, I can't stand by and see the issues without doing anything about it. What we are building is entirely different. A learning experience that sees the individual first. That adapts to how each child learns best, before they burn out or check out. Because when we design for inclusion from the start, we don’t just help neurodivergent kids — we lift learning for everyone.
Becoming isn’t just for grown-ups with time to reflect. It starts in childhood, in how we’re taught to see ourselves. And every child deserves an education that says: You belong here. You’re not broken. You’re becoming.
We believe that when learning is personalised — truly tailored to the way a child’s brain is wired — they don’t just “catch up.” They light up. They thrive. They become.
But let’s be real: the burden shouldn’t fall on parents to become full-time educators just because the system failed to flex. That’s why we’re building tools that let working parents support home learning without sacrificing their income or sanity.
“To be or not to be?” is a binary question. But becoming is a spectrum — messy, dynamic, beautifully individual. It’s time our education system caught up with that truth.
And if we can give kids the space, support, and tools to become who they’re meant to be?
Then maybe, just maybe, the next generation won’t have to ask that question at all. They’ll already know: I am becoming. And that is enough.